Emergence of the Link between the Approximate Number System and Symbolic Math Ability

Autor/inn/en	Wang, Jinjing; Halberda, Justin; Feigenson, Lisa
Titel	Emergence of the Link between the Approximate Number System and Symbolic Math Ability
Quelle	In: Child Development, 92 (2021) 2, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Jinjing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13454
Schlagwörter	Preschool Children; Mathematics Skills; Number Concepts; Symbols (Mathematics); Accuracy; Age Differences; Intervals + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Number concept; Zahlbegriff; Age; Difference; Age difference; Altersunterschied
Abstract	Experimentally manipulating Approximate Number System (ANS) precision has been found to influence children's subsequent symbolic math performance. Here in three experiments (N = 160; 81 girls; 3-5 year old) we replicated this effect and examined its duration and developmental trajectory. We found that modulation of 5-year-olds' ANS precision continued to affect their symbolic math performance after a 30-min delay. Furthermore, our cross-sectional investigation revealed that children 4.5 years and older experienced a significant transfer effect of ANS manipulation on math performance, whereas younger children showed no such transfer, despite experiencing significant changes in ANS precision. These findings support the existence of a causal link between nonverbal numerical approximation and symbolic math performance that first emerges during the preschool years. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01